PRE-FRACTIONAL MIDDLE SCHOOL STUDENTS’ ALGEBRAIC REASONING

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dc.contributor.authorHackenberg, Amy
dc.contributor.authorLee, Mi Yeon
dc.date.accessioned2021-10-04T20:15:18Z
dc.date.available2021-10-04T20:15:18Z
dc.date.issued2012-11
dc.description.abstractTo understand relationships between students’ quantitative reasoning with fractions and their algebraic reasoning, a clinical interview study was conducted with 18 middle and high school students. Six students with each of 3 different multiplicative concepts participated. This paper reports on the 6 students with the most basic multiplicative concept, who were also pre- fractional in that they had yet to construct the first genuine fraction scheme. These students’ emerging iterating operations facilitated their algebraic activity, but the lack of a disembedding operation was a significant constraint in developing algebraic equations and expressions.
dc.identifier.citationHackenberg, A. J., & Lee, M. Y. (2012). Pre-fractional middle school students’ algebraic reasoning. In Van Zoest, L., Lo, J.-J., & Kratky, J. L. (Eds.), Proceedings of the Thirtyfourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (PME-NA) [CD-ROM] (pp. 943-950). Kalamazoo, MI: Western Michigan University.
dc.identifier.urihttps://hdl.handle.net/2022/26819
dc.language.isoen
dc.publisherProceedings of the Thirty-fourth Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
dc.rightsThis work may be protected by copyright unless otherwise stated.
dc.subjectAlgebra and Algebraic Thinking, Cognition, Rational Numbers
dc.titlePRE-FRACTIONAL MIDDLE SCHOOL STUDENTS’ ALGEBRAIC REASONING
dc.typeArticle

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